A Journey through Time to Find a Hero
An Honors Thesis (HONRS 499)
By
Sarah Hunter
Thesis Advisor
Dr. Mathew Fisher
(Advisor's Signature)
Ball State University
Muncie, Indiana
November 2003
Graduation: May 2004
Abstract
Many themes in literature span time and text. Students can
continually make connections, relating the past to the present, if
helped to build the right foundation for understanding. The purpose
of this unit plan is to teach ideas concerning hospitality, disguise,
home, camaraderie, and honesty while asking the question, "Am I my
brother's keeper?" The project relates evident themes that appear in
both Homer's The Odyssey and the eoen brothers' film, 0 Brother,
Where Art Thou? By examining these two works and finding
connections, students will see how two pieces from such drastically
different times can illustrate similar themes and ideas.
Acknowledgements
-
I would like to thank Dr. Mathew Fisher for agreeing to be my
advisor, despite many other obligations and a busy schedule.
Dr. Fisher was very supportive and encouraging throughout the
project.
-
I would also like to thank Mrs. Julie Blakely, whom I student
taught under, for allowing me to implement as much of the unit
plan as time allowed. She was a constant source of feedback,
ideas, and suggestions. Mrs. Blakely helped me think things
through and gave me the opportunity to put a plan into action,
which was an excellent experience.
THE
O:l>YSSEY
",A J"0VIlliEY
THIlOV&H
TIME",
WHAT
MAKES A
HEIlO???
TA:JlLE OF
~01fTE1fTS:
·:·GOALS
.:. "UXIT C!ALEXI>AIl
.:. LESSOX FLAXS
.:. Il"UEIlIC!S i!7' ASSIGXMEXTS
.:. AI>I>ITIOXAL HAXI>O"UTS
.:. EIELIOGIlAFHY
GOALS:
~
This unit is designed to get students actively involved in reading and
understanding the Odyssey.
~
The focus of the unit is the idea behind an 'odyssey,' what makes an
'epic' hero, and how the terms apply beyond Homer's work.
~
By reading and discussing the Odyssey, finding links to present day,
and examining what characterizes a person as a "hero," students will
be prepared to write epic poems depicting ordinary people, with
extraordinary talents, societal contributions, etc. as epic heroes.
~
Through the reading and class activities, students will strengthen their
skills as active and inquisitive readers, able to infer, predict, and
speculate about a text while recalling significant details.
~
Students will also be introduced to new vocabulary that will appear in
the text and be able to recognize the words, as well as define them
within context.
~
Working in small groups, students will become character experts,
which further encourages a close reading of the text and examination
of a specific character (major or minor) and that character's role and
contribution. Why is the character deemed important enough to be
included in the text? What is his/her purpose?
~
Writing will be an ongoing source of informal and formal assessment.
Students will be given much opportunity to strengthen skills and
improve weaknesses through continual writing.
~
The small group epics, which serve as a culminating project, will
demonstrate students speaking and listening abilities.
Simultaneously, it will provide them with a creative outlet and an
occasion to work collaboratively while using constructive criticism
(among their small groups) to arrive at a presentation they all are
pleased with and have contributed equally to, though perhaps in
different ways.
-UNIT I!ALENI>A1l.
Day 1
Day 2
Define "odyssey"
Introduce oral
tradition and an
epic.
Share stories
Show clip from
Apollo 13
Continue epic
discussion
-What is an epic
hero?
~
os:
Q)
Homer
~
Review
Work on characters
~
Review
Talk about The
Odyssey
-characters, setting
Review & Assess
Character chart
Begin map
Students into
groups
Work on character sketches
(groups)
Begin reading (to p.
985)
Vocab. Game
Vocab.
Development
Introduce Part II
Map
Read to Argus
(p. 1028)
Assign essay
Review
Read to p. 1004
Review
Writing activity
Read to "Review
and Assess"
(p. 1037)
Finish Part II
'"
Watch movie:
Brother Where Art Thou?
o
os:
Q)
~
Hand out group
epic assiQnment
Work on group
epics
Time for
conferencing
....
os:
Q)
~
May go to
library/computer
lab
Epic presentations
Hard copy of all
epics due!
Epic presentations
Do review
questions
Hand out
paper/project
assignment
Finish map and
characters
In-class work day
Work on group
epics
Vocab. Game
Go back to earlier
class discussion
on epic and
odyssey-have
student ideas
changed?
Day 5
Review
Work on characters
Individual writing activity
Q)
Day 4
Map/characters
Finnish reading Part I
'"os:
Day3
Vocab.
Development
Research
May go to
library/computer
lab
Conference to
check on progress
May go to
library/computer
lab
LESSON FLANS
Hunter
Subject: English
Lesson: The Epic as an Oral Tradition
Unit Topic: The Odyssey
Grade Level: 9th
Week 1: Day 1
Focus:
To introduce an epic and realize the role oral tradition has played in our own lives.
Objectives:
./ Students will be able to define what classifies as oral tradition and an epic .
./ Students will link oral tradition to events in their own lives.
Content:
.:. Quick write activity
.:. Class brainstorm and discussion
.:. Student stories
Materials:
.:. Overhead
.:. Chalk board
Procedure:
1. Students will initially do a short independent writing activity in which they are
asked to write down 2-3 stories they remember being told (maybe as a child) and a
few details for each story. ·These will be stories they were told, not read.
2. Students will be asked to define oral tradition. Ideas will be written on the board
until a clear definition is reached.
3. We will discuss how oral tradition is important, how it continues, how it
contributes to society, and its cultural impacts.
4. Students will be given the opportunity to share oral stories that have been told to
them.
~ What makes these stories stand out?
~ Do they differ with each telling?
5. In small groups, students will brainstorm a definition for what constitutes an epic.
They might think of epic titles they are familiar with.
6. Each group will write one or two ideas on the board.
7. At the end of discussion, a book definition for epic will be provided.
Evaluation:
~ Student understanding will be demonstrated through class discussion and
participation.
~ Student brainstorming-as a class and in small groups, will show that they are
able to derive definitions from prior knowledge and link oral tradition to their own
history.
Hunter
Subject: English
Lesson: A Very Long Journey
Unit Topic: The Odyssey
Grade Level: 9th
Week 1: Oay2
Focus: To prepare students to read Homer's poem, the Odyssey by providing
background information and links to the present.
Objectives:
.{' Students will
.{' Students will
.{' Students will
.{' Students will
be able to define odyssey.
define epic hero and discuss an epic hero's character traits .
see how the idea of an odyssey has carried over to present day .
be able to identify Homer and some of his contributions.
Content:
.:. Quick write activity
.:. Class discussion and brainstorming
.:. Video clip - Apollo 13
Materials:
.:. Overhead
.:. TV & VCR
.:. Handouts
Procedure:
1. Students will write a short response to the poem, "An Evening Train," by Timothy
Liu.
2. Continuing the epic discussion, we will do a KWL (what students Know, what
they Want to know, and what they have Learned) on the board as a class-about an
odyssey and an epic hero (definitions will be derived).
3. Students will watch a short clip from Apollo 13.
• How was Apollo 13 an odyssey?
• Point out that "Odyssey" was also the nickname of the command
module.
4. Students will be given a brief handout on Homer and Greek gods and will discuss
it in small groups.
5. Finish KWL «the 'L').
Evaluation:
~ Response to poem goes in journal-will be collected later in the semester.
~ Class discussion and KWL activity will show student progress and
comprehension.
Hunter
Subject: English
Lesson: Preparing for an Odyssey
Unit Topic: The Odyssey
Grade Level: 9th
Week 1: Oay3
Focus: To prepare students to begin reading and understanding the Odyssey.
Objectives:
./' Students will be able to recognize new vocabulary and draw meanings from
context .
./' Students will be able to talk about characters and setting in the Odyssey.
Content:
.:. Class discussion
.:. Small group work
.:. Reading
Materials:
.:. Books
.:. Overhead
Procedure:
1. Put students in small groups (there are 28 characters and 4 classes, so I want 7
groups in each class = 3-4 per group) and explain that they will be working together
throughout the unit (on character charts, vocab. game, group epics, etc.)
2. Introduce vocab.-first by putting sentences on board/overhead and deriving
meaning through context-students write these in journals.
3. Assign characters to groups (complete list on page 982) and tell students they
will need to take notes on their character while reading.
4. As a class, read pages 975-979.
5. In their assigned groups, students begin reading the Odyssey - to page 985.
6. As a class, do Review & Assess on pg. 985.
7. Assign homework:
• In journal (on same page as vocab.), write a response to question 7
on page 985 - Do you admire Odysseus? Why or why not? (Must
write at least 2 paragraphs).
Evaluation:
~ Students will be given participation points for contributing to their groups (I will
walk around monitoring them, asking/answering questions, and ensuring that
everyone stays on task).
~
Student participation during the review will show their ability to recall, interpret,
infer, and speculate about the text.
Hunter
Subject: English
Lesson: The One-Eyed Monster
Unit Topic: The Odyssey
Grade Level: 9th
Week 1: Days 4-5
Focus: To get students actively involved in reading and interpreting the Odyssey.
Objectives:
./ Students will be able to support whether or not they admire Odysseus (to this
point in the reading) .
./ Students will be able to trace the importance of their character (if applicable).
Content:
.:. Reading
.:. Small group work
.:. Discussion
Materials:
.:. Books
Procedure:
1. Students will be given time to share journal response entries from previous day
(may summarize).
2. Enlarged map (from pg. 1013) will be on bulletin board and we will begin tracing
Odysseus' voyage/progress as he makes his way back to Ithaca.
3. As a class, we will read from pg. 986-1004 (depending on how this goes, we may
vary-sometimes reading in small groups, sometimes following along with CDROM).
4. Do Review & Assess on pg. 1004 (in groups, then share answers with class).
5. Work on character charts-rough sketches, gathering information.
6. If time permits, play vocabulary card game.
Evaluation:
~ Students' response journals (shared and later collected) will show their
understanding of Odysseus and their ability to relate to the text.
~ Students will be given participation points for being actively involved in their
groups (I will be monitoring).
~ The Review & Assess activities will show students' ability to recall, interpret,
infer, and speculate about the text.
Hunter
Subject: English
Lesson: "I'm not listening, I can't hear you ....
Unit Topic: The Odyssey
Grade Level: 9th
Week 2: Days 1-2
Focus: To prepare students for writing group epics-they will be constructing their own
resources through reading and writing.
Objectives:
v' Students will be able to discuss the text and Odysseus' progress.
v' Students will be able to name some possible present day "epic heroes."
v' Students will give a description of their character-his/her contributions, role, etc,
and be able to give informed reasons for why that character is involved in the
text.
Content:
.:. Character maps
.:. Class discussion
.:. Small group work
Materials:
.:. Books
.:. Art supplies
.:. Overhead
Procedure:
1. (Day 6) For an initial writing activity, students will each brainstorm a short (3-5)
list of present-day epic heroes and give support (qualifying characteristics).
2. As a class, we will review what has happened so far.
o
Where is Odysseus (update map)
o
What is taking place back in Ithaca?
3. In groups again, finish reading part I.
4. Do Review & Assess on pg. 1017 - share with class.
5. In groups, discuss Make a Judgment (#6 pg. 1017): Do the members of the crew
deserve the punishment they receive for killing the cattle? Take a class vote.
6. Work on character maps.
7. Assign homework:
o
Page 1019 Writing: Write 1-2 pages comparing/contrasting the
concept of a hero.
o
Look back on previous journal entrie(s).
o
Due in 2 days
o
In essay, show similarities and differences between Odysseus and
other heroes, real or imaginary. Include several different points of
comparison.
Hunter
•
Handout for assignment and rubric.
Evaluation:
>- The journal, collected later, is a resource for the homework essay and will be
checked for completion and evidence of thoughtful writing.
>- Class discussion and participation will demonstrate student understanding and
progress.
>- Assigned essay will demonstrate student's ability to make connections and
provide supporting evidence.
Hunter
Subject: English
Lesson: Homeward Bound
Unit Topic: The Odyssey
Grade Level: 9th
Week 2: Oay3
Focus: Ensure all students understand the Odyssey and are able to make
connections. Check student progress and conference.
Objectives:
,/ Students will be able to recall, interpret, and make predictions concerning the
text.
,/ Students will be able to continue tracing character's involvement (if applicable).
,/ Students will be able to recognize new vocabulary and draw meaning from
context.
Content:
.:. Discussion/review
.:. Group work
.:. Vocabulary development
.:. Character maps
Materials:
.:. Books
.:. Overhead
.:. Art su pplies
Procedure:
1. Students will be given the first 10-15 minutes to work on character maps.
2. As a class, we will do the Review & Assess on pages 1018-1019.
• We will make a conflict chart like the model (transparency).
• Review term "conflict"
3. As a class, we will go over page 1020, including vocabulary development.
4. Students will get in their groups and begin reading (pg. 1021-1027). Whatthey
do not finish in class will be assigned as homework.
5. While groups are reading, I will walk around and conference with each group to
see how they are doing and talk with each student about his/her essay.
6. Remind students that essays are due tomorrow!
Evaluation:
~ Student participation in the review session will show their comprehension of the
text.
~ Character maps will show students' close reading and identification of a
particular character's role.
~ Conferencing will be a time to check student progress as well as answer any
questions.
Hunter
Subject: English
Lesson: Reclaiming the Home
Unit Topic: The Odyssey
Grade Level: 9th
Week 2: Day4
Focus: Students will make predictions and discover if they are right.
Objectives:
./ Students will be able to recall and discuss the text with peers .
./ Students will answer questions concerning the text.
Content:
.:. Writing activity
.:. Discussion
.:. Reading
Materials:
.:. Books
Procedure:
1. Students will turn in their essays.
2. For an initial writing activity, students will write 1-2 paragraphs (or a poem, comic,
etc.) in their journals predicting what will happen when Odysseus' identity is made
known.
• Will he be recognized right away?
• Will he be gladly received?
• Will he be challenged?
3. In groups (option of CD-ROM), students will read to page 1037.
4. Do Review & Assess.
5. Discuss answers with class.
Evaluation:
.:. Journals will be collected at the end of the unit and graded for completion,
thought, and evidence of reading and interpreting the text .
•:. Discussion and participation will demonstrate student progress and
comprehension.
Hunter
Subject: English
Lesson: Home Sweet Home
Unit Topic: The Odyssey
Grade Level: 9th
Week 2: Day5
Focus: Students will discover the epic's resolution and determine if it matches their
predictions.
Objectives:
.r Students will be able to respond to the text while recalling and interpreting events
and characters .
.r Students will compare the epic's ending with earlier predictions they may have
made.
Content:
.:. Writing activity
.:. Discussion
.:. Group work -- reading
.:. Character maps
Materials:
.:. Books
.:. Art supplies
Procedure:
1. As an initial writing activity, students will write a journal page further predicting
the outcome in Ithaca. In a sense, they will re-write the ending before reading it.
o
How will Penelope receive Odysseus?
o
Will Odysseus survive?
2. In groups, students will finish reading Part II.
3. Do Review & Assess on page 1046 - share with class.
4. As a class, do Review & Assess on pages 1047-1049:
o
Connecting Literary Elements
o
Extend Understanding
o
Vocabulary Development
o
Grammar Link
5. Finish working on character maps and map on bulletin board.
6. Display character maps in classroom.
7. Hand out Odyssey crossword puzzle for extra credit.
Evaluation:
.:. Journal will be collected and graded later.
.:. Participation in groups and class discussion shows student involvement and
understanding.
Hunter
.:. Character maps show student ability to work together, find details within the text,
interpret a character, and display a character's role .
•:. Extra credit crossword puzzle will require some extra research and will be worth
5 points.
Hunter
Subject: English
Lesson: Bringing it All Together
Unit Topic: The Odyssey
Grade Level: 9 th
Week 3: Day 1
Focus: Students will be able to see how their thoughts have progressed concerning
the text read and topic discussed.
Objectives:
,( Students will see how/if their thinking has changed concerning an epic and the
idea of an odyssey.
,( Students will be able to relate events in the Odyssey to present day.
,( Students will be able to define, spell, and use the vocabulary from the unit.
Content:
.:. Class discussion
.:. Vocabulary game
.:. Review
Materials:
.:. Board
.:. Vocabulary game cards
.:. Group epic assignment (handout)
Procedure:
1. As a class, we will review our class discussion from the beginning of the unit
(look at KWL).
2. StUdents will share examples of present day epic heroes and how qualities
Odysseus possesses (a rete-intellectual as well as physical excellence) might be
present today in other forms, still regarded as heroic (a research scientist, inventor,
marathon runner, philanthropist, ... ).
3. We will review - answering any questions.
4. Give students Group Epic Assignment (they will have already been told to expect
it-first day groups were assigned). Explain when it is due, give rubric, have
example (mine!).
5. In groups, play vocabulary game.
Evaluation:
.:. Student participation in class discussion will demonstrate how their thoughts
have changed/progressed .
•:. Students' examples of present day epic heroes will show their ability to relate
the text to now.
•:. The vocabulary game will demonstrate student knowledge of the vocabulary
and ability to incorporate the words into daily usage.
Hunter
Subject: English
Lesson: 0' Brother Where Art Thou?
Unit Topic: The Odyssey
Grade Level: 9th
Week 3: Days 2-3
Focus: Watch movie and make comparisons-see how an ancient text can translate
into modern entertainment.
Objectives:
,/ Students will be able to see how the Odyssey has influencedlinspired present
entertainment.
,/ Students will be able to identify similarities between the Odyssey and the film, 0'
Brother Where Art Thou?
Content:
.:. Watch movie
.:. Notes
.:. Discussion
Materials:
.:. TV and VCR
Procedure:
1. Watch 0' Brother Where Art Thou?
2. Students will keep notes on similarities between characters/events in the
Odyssey and the film.
3. Discuss film.
Evaluation:
.:. Students' notes will be turned in with journals for evaluation .
•:. Class discussion will show that students were able to make connections between
the film and the text and find ways the text was modernized.
Hunter
Subject: English
Lesson: Writing an Epic
Unit Topic: The Odyssey
Grade Level: 9th
Week 3: Days 4-5 - Week 4: Days 1-3
Focus: Students will write group epics depicting a character who might be a real life
epic hero.
Objectives:
./ Students will be able to write group epics depicting a figure as an epic hero .
./ Students will be able to relate their character's traits as hero qualities .
./ Students will effectively present their group epics to the class.
Content:
.:. Group work
.:. Research
.:. Presentations
.:. Peer evaluations
Materials:
.:. Books
.:. Computer lab
.:. Library
.:. Journals as resource material
Procedure:
1. In their original groups, students will review their journals and select one
person/character they would like to write an epic about (200 lines).
2. Students will be given time to research in the library and on the Internet.
3. Students will work in groups to write the epic.
4. Students will present their epics to the rest of the class.
• We will build a fake fire in the center of the room and sit around itas may have happened during oral tradition.
• The storytellers act as host and may provide food that fits in with
the time and setting of their epic.
5. Each student will evaluate each group's presentation (including his/her own).
6. Final copies of each group's epic will be turned in on the first day of the
presentations.
Evaluation:
.:. Group presentations will demonstrate student ability to carry on oral tradition by
sharing with the class .
•:. The epics-presented and turned in-will show student ability to transfer learning
through reading into writing.
Hunter
.:. Group evaluation and cooperation will show students' ability to be critical thinkers
and to work together-combining ideas and resources.
I\.-VmI\.I~S
l.'T
ASSIGNMENTS
Name.__________________________________
Period,________
Class Journal Rubric
Effort
D
D
D
Complete: includes all assigned entries
Readable: is legible, presentable, coherent
Used: used to think, learn, practice, understand
Writing
D Fluent: you write with ease about a range of subjects
D Developed: includes examples, details, quotes, or support (when applicable)
Understanding
D Thorough: entries show you are trying to fully understand/communicate an idea in
writing
D Insightful: shows deep understanding of ideas; goes beyond obvious
Requirements
D Format: all entries clearly list, in the margin, the date and title
D Organization: entries appear in chronological order
Notes:
An Evening Train
Timothy Liu
---------------------------------------------------------.----------.----------whistles past hacked-down fields of corn,
heading towards a boy who whittles
an effigy of himself. We go on sleeping
through sirens and crimson strobes
flashing on remains no one can identify
till we line up at dawn to see who's
missing. At the zoo this morning, a girl
found half-devoured in a moat, two lions
licking their chops, Little Rock, Arkansas
the only proof left on her body to show
how far she was from home, a tattered copy
of The Odyssey later found in her purse.
Did she love her life? We warn our children
not to lay their ears down on the tracks
in wintertime, knowing how it's not
always best to know what's coming our way.
Quick Write:
Write a response to the poem. Do you agree or disagree with the poets last statement,
..... it's not always best to know what's coming our way?" Why? Would we change our
plans if we knew what was "coming our way?"
Score:
Group members:
Character:
Character Chart Assignment
In small groups, you will become a character expert during the next few
weeks as we read Homer's epic poem, The Odyssey. You will be randomly
assigned one of 28 characters and it will be your duty to take notes on that
character and make a character chart to display in the classroom. You
may want to draw your character, find pictures on the Internet, use library
resources, etc. Your character chart will be a poster and must include
your character's name, physical description (if possible), at least two visual
representations, character traits, and role in The Odyssey (how did your
character affect Odysseus, or vice versa?).
You will need to turn in one copy of this page at the end of the unit. The
exact due date will be given later, with plenty of notice. Be sure to include
each group member's name!
You will be graded as follows:
Used time in class to work (stayed on task):... ... ... ... ... ... ... ...
15
Met all requirements listed above:... ... ... ... ... ... ... ... ... ... ... ....
110
Turned in on time:... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .
15
Total:... ... ......... ... ... ... ... ... ... ... ... ...... ... ... ...... ... ...... ... ... ...
120
Have fun, be creative, and remember, YOU are the character expert!
Name___________________________
Date_ _ _ _ _ _ _ _ __
Period _______________
Comparison-and-Contrast Essay Assignment and Rubric
In a comparison-and-contrast essay, explore the concept of the hero. In your essay,
show similarities and differences between Odysseus and other heroes, real or
imaginary. Include several different points of comparison. Your essay should be 1-2
pages, double-spaced, with 1 inch margins, and size 12 standard font. Essays are due
in two days, at the beginning of class.
Audience and
Purpose
Organization
Elaboration
Use of
Language
Score 4
Clearly
provides a
reason for a
comparisonand-contrast
analysis
Score 3
Adequately
provides a
reason for a
comparisonand-contrast
analysis
Score 2
Provides a
reason for a
comparisonand-contrast
analysis
Score 1
Does not
provide a
reason for a
comparisonand-contrast
analysis
Successfully
presents
information in a
consistent
organization
best suited to
the topic
Presents
information
using an
organization
suited to the
topic
Chooses an
organization
not su ited to
comparison
and contrast
Shows a lack of
organizational
strategy
Elaborates
several ideas
with facts,
details, or
examples; links
all information
to comparison
and contrast
Elaborates
most ideas with
facts, details, or
examples; links
most
information to
comparison
and contrast
Does not
elaborate all
ideas; does not
link some
details to
comparison
and contrast
Does not
provide facts or
examples to
support a
comparison
and contrast
Demonstrates
excellent
sentence and
vocabulary
variety;
includes very
few mechanical
errors
Demonstrates
adequate
sentence and
vocabulary
variety;
includes few
mechanical
errors
Demonstrates
repetitive use of
sentence
structure and
vocabulary;
includes many
mechanical
errors
Demonstrates
poor use of
language;
generates
confusion;
includes many
mechanical
errors
Name:
Date:
Hour:
The Odyssey Crossword Puzzle
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ACROSS
2. Odysseus' home
7. the Phaeacian king who hosts Odysseus
10. the only god who did not pity Odysseus
12. the Cyclops blinded by Odysseus
IS. the messenger of the gods also known as "the giant killer"
16. the flowery fruit that can make men forget their homes
17. father of Odysseus
19. prominent suitor who is the arch-enemy of Telemachus
24. imprisoned Odysseus's men in a pig sty before becoming his lover
25. member of Odysseus crew who is encountered in the underworld
27. young daughter of Alcinous who is tall and beautiful as a goddess
28. sucked down salt water exposing her interior vortex then vomited it up seething over like a
cauldron over a blazing fire
29. Odysseus had to be tied down to listen to their song
30. the god whose cattle was consumed by Odysseus' crew
31. giants who pelted rocks down on the the ships of Odysseus' expedition
DOWN
I. person who claimed responsibility for the Cyclops' suffering
3. where Odysseus' journey home began
4. Nymph, envied by the gods for living with a mortal, who delays Odysseus for seven years
5. the kind animal cared for by Eumaeus
6. herb with black roots and a white blossom given to Oydesseus by Hermes
7. goddess who protects and helps Odysseus
8. creature with a dreadful bark, twelve feet, six scrawny necks and triple rows of fangs
9. father of Zeus
II. ling ofPylos; the Gerenian Charioteer visited by Telemachus
13. wife of Odysseus
14. husband of Helen and host ofTelemachus
18. blind Theban prophet from whom Odysseus sought advice in Hades
20. gave Odysseus a leather bag containing the boisterous energies of the wind
21. beautiful wife of Menelaus
22. relationship ofTelemachus to Odysseus
23. god who is cuckolded by his wife Aphrodite and Ares
26. the people who were raided during Odysseus' first stop on his return from war
© Grose Educational Media, 1999-2000
Answer Key for Odyssey Crossword Puzzle
ACROSS
DOWN
2. ithaca
1. nobody
7. alcinous
3. troy
10. poseidon
4. calypso
12. polyphemus
5. pig
15. hermes
6. moly
16. lotus
7. athene
17.laertes
8. scylla
19. eurymachus
9. cronos
24. circe
11. nestor
25. elpenor
13. penelope
27. nausicaa
14. menelaus
28. charybdis
18. teiresias
29. sirens
20. aeolus
30. hyperion
21. helen
31. laestrygonians
22. son
23. hephaestus
26. cicones
© Grose Educational Media, 1999-2000
Group Epic Assignment
~Introducing
a
Hero~
We have spent the past several days reading Homer's great epic poem, The
Odyssey, and now it is your turn to put your talents to the test. Over the next few
days, you and a couple of your classmates will be able to see if you have what it
takes to entertain your peers and carryon the success Homer showed us is
possible through oral tradition.
In small groups (of 3-4), you will be given in class time to write group epics. The
epics need to be at least 200 lines in length and must incorporate characteristics
we have discussed as belonging to an epic hero. Each group member must
contribute equally to the final product and participation will affect each
individual's, as well as the group's, grade.
The point of this project is to be creative and develop your epic hero by
exaggerating his/her strengths and exemplifying his/her memorable traits. Your
hero needs to be a real life person and needs to be someone that all of your group
members are familiar with and agree on---we will go over some possibilities
together.
The rubrics will show you how the point system is broken down (project is worth a
total of 100 points). In addition to the points assigned to the epic and the
presentation, you will also be given 15 points for filling out evaluation sheets over
the other groups and 5 points for turning in the attached epic proposal (due at the
end of the class period in 2 days).
NO late assignments will be accepted and the final written epics (one per group)
must be typed and must include the names of all group members. Poems should be
typed in an easily discernible size 12 font. Note that punctuation does count, as
well as grammar.
Group members:
Epic topic proposal:
Nmne: ____________________
Project Title: __________
Date: _ _ _ _ _ _ __
Teacher(s): Miss Hunter
I. Has clear vision of final product
: 2. Properly organized to complete project
4,5,6
Total Score:_ _ _ _ _ _ _ _ _ _ ___
Teacher(s) Comments:
Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)
......................
Evaluations for Group Epics
YourName______________________________
Presenters Names._______________________________________
5 being the highest score, how would you rate this group?
5
4
3
2
1
What did you like most about the presentation?
Was the epic realistic?
Did it follow criteria discussed in class concerning an epic hero's character
traits? How?
April 21 , 2004
Dear Parent(s),
To conclude a unit over Homer's The Odyssey, we will be watching the eoen brothers'
movie, 0 Brother, Where Art Thou?, in English class. This movie is based on Homer's
work, and students will make comparisons between the classical epic and the modern
day interpretation while viewing it. The movie is rated PG-13 and will take up 2 y:'-3
class periods. Please sign below to indicate whether or not your child may watch the
movie in class. The form needs to be returned by Wednesday, April 28. An alternative
assignment will be provided for those not watching the movie.
Thanks!
Miss Hunter
Yes, _ _ _ _ _ _ _:--_ _ _ _ _ _ _ ' may watch the movie, 0 Brother, Where
student's name
Art Thou?
parent/guardian signature
date
No, _ _ _ _ _ _-:--:---,-:-_ _ _ _ _ _' may not watch the movie, 0 Brother,
student's name
Where Art Thou?
parent/guardian signature
date
ill in the chart showing the parallels between Homer's The Odyssey and
le eoen brothers' film , 0 Brother, Where Art Thou?
The Odllssell
Name:
Hour:
o Brother. Where Art Thou?
1ain character:
)dysseus (Roman version of Ulysses)
ourney home from Trojan War
lome: Ithaca, a Greek island
Vife: Penelope
,in of PRIDE
:ncounters unusual obstacles on his way home
:yclops (one-eyed monster)
poked in the eye with a stick
.outs Eaters: mesmerizing, drug-like effect
,irens: seduce/hypnotize with song
)dysseus' son doesn't recognize him when he
lets home
)dysseus changes/grows up during the journey
lailors changed to swine
llind prophet Tiresias
)dysseus is disguised as a beggar upon the
eturn home
~ole
of music
·"extra credit: Significance of title
"'extra credit: What is the title an allusion to?
Alternative assignment for 0 Brother, Where Art Thou?
All writing should be done in ink on lined paper, in complete sentences.
In the introduction on page 979, the author discusses the necessity of conflict in an epic.
Free write one page about some of the conflicts, internal and external, that Odysseus
faces on his journey home and upon arrival.
What makes a hero? Write one page showing the similarities and differences between
Odysseus and another, present day hero. You may make a chart/diagram or write your
answer in paragraph form.
Read the four poems on pages 1053-1059 and answer the following questions in
complete sentences.
"An Ancient Gesture"
How are the reasons for the speaker's tears similar to the reasons for Penelope's tears?
"Siren Song"
Compare/contrast this Siren's song to the one in the Odyssey.
Prologue and Epilogue from the Odyssey
Which details in the prologue give a modern twist to the Odyssey?
"Ithaca"
Which characters from Homer are mentioned in this poem? How does the poet use
them in an original way?
Al>l>ITIOlfAL
H:AlfI>O"UTS
TBE oJ)YSSIf
Useful Terms and Definitions
arete: excellence
time: honor
kleos: fame
odyssey: a long wandering and eventful journey
epic: an extended narrative poem in elevated or dignified language
celebrating the feats of a legendary or traditional hero.
epic hero: a larger-than-life figure from history or legend who
undertakes a dangerous voyage--demonstrating traits
such as courage, loyalty, and honor, that are valued by
the society in which the epic originates
THE OJ)YSSlf
1.
2.
3.
4.
5.
6.
7.
Mt. Olympus
Troy
Cicones
Lotus Eaters
Cyclops
Aeolia's Island
Laestrygonians
8. Circe's Kingdom
9. Land of the Dead
10.Sirens
11.Scylla & Charybdis
12.Calypso
13.lthaca
~ B\\nd Poet and an Epic
The world renowned
poet, Homer, continues
to astound audiences
with his historical
account of Odysseus'
journey home, from Troy
to Ithac
Homer
is an
indisputable
literary
source,
able to combine history,
religion, myth, and lore
of many generations
through oral tradition.
A Brief Background
Homer is believed to
have lived three
hundred years after the
Homeric Age (1400
B.C.) forever
remembered in his epic
poems. The two works
for which Homer is most
famous, the Iliad and the
Odyssey, clearly portray
a Homeric Greece in
which a patriarchal
society dominated while
women enjoyed a status
and freedom they were
never again to
experience in later
Greek times. Fighting,
hunting, grazing, and
the pursuit and
enjoyment of robust
manly pleasures filled
the days during this
golden age of splendor
as the eminent classical
Greece began to take
form.
A system of
reciprocity developed in
the absence of a formal
governmental or
economic structure.
This system relied on a
mutual exchange
between people.
Unwritten "rules"
mandated fairness, but
negative reciprocity
appeared when a victim
could not reciprocate (if,
for example a not so
nice person hit another
person on the head and
took his spear). This
system of reciprocity
supported acts that
appear in Homer's
works, such as raiding
cities.
"A-what???"
Arete, or excellenceintellectual as well as
physical, is a key
concept to
understanding the
Homeric Age.
Leadership and arete
were believed to be
closely linked. A noble's
talent and aptitude as a
soldier in war and as an
athlete in peace were
evidence of his arete.
Where better to prove
one's arete than the
battles in Troy?
For more info., go to:
http://library.thinkquest. org/19
300/homergreece.htm
Hero
Proclaimed the
anthropos po/ytropos, or
"man of many ways/man
of many tricks,"
Odysseus is better
known for his ability to
deceive and trick rather
than his strength or
bravery.
The story we are
about to read tells of the
long and complex
journey Odysseus
endures in order to
reach his home, Ithaca,
after fighting in Troy.
His return does not
receive the warm
welcome one might
expect after a ten-year
delay, however, and our
hero must use his wits
to reclaim his home and
family.
http://www.wsu.edu
(see article by Richard
Hooker)
"For a great interactive
game, go to:
http://www.users.globalnet
.co.ukl-loxias/odyssey/odc
hoice.htm
Odysseus' Conflicts
External Conflict
External Conflict
Internal Conflict
External Conflict
External Conflict
Vocabulary Card Game
Each box represents a card. The class
is divided into small teams (each
assigned a number) and when it is each
team's turn, a team representative is
asked to choose either a, b, or c. They
are then asked to spell a word, define it, or use it in a
sentence, whichever corresponds to the letter selected. All
the words are from the Vocabulary Development in The
Odyssey. The teams rotate in order, but if a team answers
incorrectly, then dice are rolled to determine which team gets
the opportunity to answer correctly for an extra point.
Normal team rotation is then resumed. A double-or-nothing
round at the end is optional-each team would choose how
many points to risk and then have to correctly answer a, b,
and c for a given word---in writing this time.
plundered
squall
p.981
p.984
A) spell it
A) define it
B) define it
--brief, violent storm
--took goods by force; B) use it in a sentence
looted
C) spell it
C) use it in a sentence
dispatched
mammoth
p.990
A) use it in a sentence
B) spell it
C) define it
--finished quickly
p.993
A) spell it
B) define it
--enormous
C) use it in a sentence
titanic
assuage
p.997
A) define it
--of great size of
strength
B) use it in a sentence
C) spell it
p.1000
A) use it in a sentence
B) spell it
C) define it
--calm; pacify
bereft
ardor
p.l003
A) spell it
B) define it
--deprived
C) use it in a sentence
p.l007
A) define it
--passion; enthusiasm
B) use it in a sentence
C) spell it
insidious
dissemble
p. 1011
A) use it in a sentence
B) spell it
C) define it
--characterized by
craftiness and betrayal
p.l022
A) spell it
B) define it
--conceal under a false
appearance; disguise
C) use it in a sentence
lithe
p.1024
A) use it in a sentence
B) spell it
C) define it
--supple; limber
incredulity
bemusing
p.1024
p.1027
A) define it
--stupefying of muddling
B) use it in a sentence
C) spell it
A) spell it
B) define it
--inability to believe
C) use it in a sentence
equity
glowering
p.l029
A) use it in a sentence
B) spell it
C) define it
--staring with sullen
anger; scowling
maudlin
p.1032
A) spell it
B) define it
--fairness; impartiality;
justice
C) use it in a sentence
contempt
p.1032
A) define it
--tearfully or foolishly
sentimental
B) use it in a sentence
C) spell it
p.l040
A) use it in a sentence
B) spell it
C) define it
--disdain or scorn;
scornful feelings or actions
Quick Reference of Greek Gods and Deities found in THE ODYSSEY
•
•
•
•
•
•
•
•
•
ZEUS---> Agreed to allow Odysseus to leave Calypso's island and return home
to Ithaca. He later destroyed Odysseus' crew with a lightening bolt for killing
Helios' cattle.
ATHENA---> Begged Zeus to allow Odysseus to return to his wife Penelope and
his son Telemachos. She felt Calypso held him captive long enough. She later
disguised herself as Mentes, an old family friend of Odysseus. While in disguise,
she made Telemachos accept he was a man and to take responsibility for
upholding honor in his father's house.
CAL YPSO---> Held Odysseus prisoner but treated him well. She forced him to
stay with her on the island through trickery. She offered him immortality if he
would stay with her, but all he wanted to do is return home to his wife.
POL YPHEMOS---> One of the cyclopes (one-eyed giants). Son of Poseidon. Ate
four of Odysseus' men. Odysseus then carved a pole from Polyphemos' club to
blind him. Polyphemos prayed to his father in hopes that Odysseus would not
return home for many years and he would be left without a crew.
POSEIDON--> God of the sea. Angry that Odysseus blinded Polyphemos, he
caused the ships to stray, which resulted in his return to Ithaca many years later
without a crew.
AIOLOS HIPPOTADES---> Appointed by Zeus as Warden of the Winds. Allowed
Odysseus to stay on the island for one month. As Odysseus prepared to leave,
Aiolos gave him a leather bag filled with storm winds to help Odysseus reach
Ithaca.
CIRCE--> An enchantress who desired Odysseus. She turned Odysseus' men
into swine, but changed them back after she and Odysseus slept together. He
stayed on the island with her for a year. As he readied to continue his journey
home, Circe forewarned him to block the ears of his crew when they heard the
songs of the Sirens and no matter what the reason not to kill Helios' cows
SIRENS--> Sing to enchant men away from their journey. These women cause
men to become mindless (often not a difficult task) and to forget about their wives
and children. Failed at enticing Odysseus and his crew.
HELlOS--> God of the Sun. Keeper of immortal herds and shepherds. Became
angered when Odysseus' crew killed his immortal cows and feasted on them for
six days. He prayed to Zeus to punish the men for what they had done.
http://librarv.thinkguest.org/19300/data/homersgreece.htm
~I~LIO&IlAF"Y
Bibliography
Homer. "The Odyssey." Trans. Robert Fitzgerald. Prentice Hall Literature
Timeless Voices. Timeless Themes: World Literature. New York, 2002.
975-1049.
A little side note ...
I chose this literature book because it has been adopted by Delta High School,
where I have been assigned to student teach in Spring 2004, and is the text used
in my teacher's classroom. Also, The Odyssey is on the school's curriculum and
I will be teaching it while I am there.